Selects a task/question/challenge/topic that is interesting/fun but that is already familiar to student and doesn't find opportunities to learn/contribute
Identifies tasks/questions/challenges that are personally meaningful, build one's sense of self-learning, and contribute to the learning of others
Sets concrete (doable) short term and long term goals toward completing task/challenge
Discovers a wicked problem
Goes for an "epic' challenge, one that will be useful in other endeavors, or that benefits others (see public contribution)
Addresses an authentic question, challenge, or task
Breaks bigger challenge into smaller, Goldilocks challenges (not too hard, not too easy)
Effort/Participation
Lack of resources slows project
Continues working on the task even when difficulties arise or a solution was not immediately evident.
Sometimes distracts or gets distracted
Brings resources as needed
Works with others in class: comments on journals or projects, offers help/expertise to other projects
Demonstrates grit when needed and knows when to let go
Self starter - Takes the initiative
Daily Journal
Planning completed
Planning completed and is usually close to what can be realistically done in a given amount of time
Planning completed and demonstrates understanding of what's possible in a given amount of time
Reflection completed
Reflection completed and shows meta-cognition about the project (process or product)
Monitors progress toward goals and revises actions or goals as needed
Reflection completed and shows meta-cognition about the project (process and product) and learning
Identifies and changes habits that are impediments to successfull learning
Biweekly Update
Teacher provides prompts to make sure student touches on their current project/topic, journal, portfolio, public contribution, etc. Or, teacher needs to prompt student to elaborate on each discussion topic.
Student controls part of the meeting, making sure to elaborate on their current project/topic, journal, portfolio, public contribution, etc. Teacher reminds students to discuss one or two topics OR prompts students to elaborate on one or two topics.
Student controls the meeting, making sure to elaborate on their current project/topic, journal, portfolio, public contribution, etc.
Portfolio
Posts files/links to most projects started/finished
Posts files/links to all projects started or finished.
Thoughtfully lists/updates projects they want to highlight
Maintains a multiyear portfolio
Public Contribution
Posts material that would be helpful to someone learning about the same topic, tool, or project when reminded
Semi-regularly posts material that would be helpful to someone learning about the same topic, tool, or project
Material is organized/presented in a "reader" friendly format
Regularly (weekly) posts material that would be helpful to someone learning about the same topic, tool, or project
Material is organized/presented in a "reader" friendly format
Material becomes a part of a larger community outside of BCS
Outside Expertise
Integrates outside resources
Actively seeks outside resources from a source or two: books, websites, forums, online videos, MKOs (more knowledgable others), partners, mentors, etc.
Seeks out conversation with the teacher as learner to learner
Actively seeks outside resources from a variety of sources: books, websites, forums, online videos, MKOs (more knowledgable others), partners, mentors, etc.
Becomes an active member of an outside community
Integration of Technology
Exploring or mastering technology is the sole focus of the project
Technology is only used for finding OR communicating information
Technology is used for multiple uses that could include: finding information, processing information, communicating information, exploring/mastering a tool, etc.
Considering a new way to complete a task, considering multiple solutions
Seeing different perspectives
Pattern recognition
Self-efficacy?
Questioning assumptions
Playful with concepts/procedures/tools
Imaginary play
Flexible decision-making
Problem finding | Questioning
Redefining problems, tasks, questions
Little-C
Finding a new way to complete a task, finding multiple solutions
Adapt strategies for solving unique or novel problems
Transfer knowledge/skills across domains
"Writing" exhibits voice
Pro-C
Asks an original question
Synthesizes (resources, tools, information)
Demonstrates "tool" flexibility
Insights
Interpretations
Hacking
Flowing between creator and critic role
Invent strategies for solving unique or novel problems
Embraces constraints as avenues for creativity (cost, time, materials, tools, prior knowledge, etc.)
General Comments: add
Questions
Do you feel you have been growing in your abilities and understanding of how you learn in some other way? Let your teacher know and you can discuss individualizing this rubric for yourself. What else could be considered?
Thinkering Studio Rubric
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Questions
Related Resources
Jordy Whitmer